Culture Shift: A Phenomenological Look at Teacher Inequities During a School Merger

Date of Award

5-5-2024

Degree Name

Ed.D. in Leadership for Organizations

Department

Department of Educational Administration

Advisor/Chair

Ricardo Garcia

Abstract

This dissertation delves into the intricate dynamics of school mergers within the Blue Grass Independent Public School system (BIPS), offering a nuanced understanding of their repercussions on teacher experiences. Led by principal researcher Sean Bohannon, this study meticulously examines the impact of experienced leadership, intentional identity-building, and targeted professional development on addressing teacher inequities post-merger. Through in-depth interviews with seasoned educators, the research underscores the intertwined nature of teacher retention, motivation, and the efficacy of post-merger initiatives. Central to this inquiry is identifying disparities in professional development, resource allocation, and support systems among educators within BIPS. Moreover, the study delves into the pervasive issue of teacher attrition and its implications for student outcomes. The research scrutinizes existing strategies and interventions by conducting a comprehensive literature review, explicitly focusing on culturally responsive professional development to mitigate these inequities and foster a more equitable educational environment. The overarching goal of this study is not merely to rectify systemic imbalances but to catalyze transformative change within BIPS. Through participatory action research, Sean Bohannon engages colleagues in a shared exploration of their experiences with professional development, particularly emphasizing culturally responsive teaching practices. By understanding how these experiences shape classroom practices and impact the learning environment, the study aims to empower educators to cultivate inclusive and equitable learning environments for all students. This dissertation offers valuable insights and actionable recommendations for administrators, educators, and policymakers grappling with the challenges and opportunities of school mergers in the educational landscape. By emphasizing the importance of experienced leadership, intentional identity-building, and culturally responsive professional development, the study advocates for strategic interventions that prioritize equity and individualization, ultimately striving to enhance the academic success and well-being of all students within BIPS.

Keywords

Teacher inequities in educational settings, Action research on high teacher attrition, High teacher attrition in urban school district, Equitable professional development opportunities, Thematic analysis of teacher experiences

Rights Statement

Copyright 2024, author

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